# Lesson 12

How Many?

## Warm-up: Choral Count: Count on from 30 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting starting at a number other than 1. This will be helpful as students begin counting on when adding.

### Launch

- “Count by 1, starting at 30.”
- Record as students count.
- Stop counting and recording at 62.

### Activity

- “What patterns do you see?”
- 1–2 minutes: quiet think time
- Record responses.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

- “How is starting at 30 like starting at 0?” (Thirty has a 0 and then its 31 instead of 1 and 32 instead of 2.)

## Activity 1: Data Represented with Tally Marks (20 minutes)

### Narrative

The purpose of this activity is for students to answer questions about data represented with tally marks. First, the teacher or class decides on a new survey question and three possible responses. Students in Group A take the survey and their data is recorded using tally marks. Students answer “how many in each category” and “how many in all” questions about the data and discuss how they determined the answer to each type of question.

If needed, use the provided blackline master as an alternative to collecting data from the class.

*Representation: Access for Perception.*Provide appropriate reading accommodations and supports to ensure student access to written questions and other text-based content.

*Supports accessibility for: Language, Attention*

### Required Materials

Materials to Copy

- Data Represented with Tally Marks

### Launch

- Groups of 2
- “Today we are going to collect survey data and answer questions about the data.”
- Decide on a survey question the class would like to answer and three possible responses.
- “Record the title of the data representation and each category.”
- Demonstrate recording the titles.
- Divide the class into Group A and Group B.
- “Now Group A is going to take the survey. Group B will take the survey a little later. Record the data in your book as I record it for all to see.”
- Ask students in Group A the survey question and record the data on the table using tally marks. Do not write numbers.

### Activity

- “Now you will answer some questions about the data we collected.”
- 4 minutes: independent work time
- 4 minutes: partner work time

### Student Facing

Our favorite __________________________________________________

category 1 \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
category 2 \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
category 3 \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
---|---|---|

\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |

- How many students chose category 1? ____________
- How many students chose category 2?____________
- How many students chose category 3? ____________
- How many students chose category 1 or category 2? ____________
- How many students took this survey? ____________

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

- “How did you know how many students chose category 1?” (I counted each line. I knew there was a group of 5 and counted on the rest.)
- “How did you figure out how many students took the survey?” (I counted all of the tally marks.)

## Activity 2: Data Represented with Numbers (15 minutes)

### Narrative

The purpose of this activity is for students to answer questions about data represented with numbers. Students in Group B answer the same survey question as in the previous activity and their data is recorded using numbers. Students answer “how many in each category” and “how many in all” questions about the data and discuss how they determined the answer to each type of question. When students determine how many students took the survey they may draw a picture or use objects to represent the students (MP5) or they may add the numbers directly understanding that they represent the students (MP2).

If needed, use the provided blackline master as an alternative to collecting data from the class.

*MLR2 Collect and Display.*Circulate, listen for, and collect the language students use as they talk about representing the data. On a visible display, record words and phrases such as: data, survey, tally, more, less, count, compare. Invite students to borrow language from the display as needed and update it throughout the lesson.

*Advances: Conversing, Listening, Speaking*

### Required Materials

### Launch

- Groups of 2
- Give students access to connecting cubes.
- “Now Group B is going to take the survey. First, let’s fill in the title of the data representation and each category.”
- Record the titles for all to see.
- Ask students in Group B the survey question and record the data on the table using numbers.

### Activity

- “Now you will answer some questions about the new data we collected.”
- 4 minutes: independent work time
- 4 minutes: partner work time

### Student Facing

Our favorite __________________________________________________

category 1 \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
category 2 \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
category 3 \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
---|---|---|

\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |

- How many students chose category 1? ____________
- How many students chose category 2? ____________
- How many students chose category 3? ____________
- How many students chose category 1 or category 2? ____________
- How many students took this survey? ____________

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

- “How did you know how many students chose category 1?” (I just looked at the number.)
- “How did you figure out how many students took the survey?” (I drew circles for each group and counted them all. I added all of the numbers together.)
- “What was the easiest question to answer? Why was it easy?” (The first three questions were easy because the number told us the answer.)
- “What was the hardest question to answer? Why was it hard?”(The question about how many students took the survey because I had to use cubes to add all the numbers.)

## Lesson Synthesis

### Lesson Synthesis

“Today we answered questions about data represented with tally marks and numbers. Which representation do you prefer? Why do you like that representation better?” (I prefer tally marks because I don’t have to use cubes or make a drawing to add the numbers together. I prefer the numbers because I don’t have to count.)

## Cool-down: Favorite Sport Data (5 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.